Torunn Skofsrud Boger

• Boger, Torunn Skofsrud; Dybvik, Hanne; Eng, Anne-Lise & Norheim, Else Helene (2016). An assessment of library instruction: its influence on search behaviour of first- and third-year students. Journal of Information Literacy. 10(2), s. 64–77. doi: 10.11645/10.2.2135. Fulltekst i vitenarkiv Vis sammendrag

  This article presents the results of a follow-up study conducted at Østfold University College in 2015 which set out to examine information resource use among students of nursing and teacher education. The first study was presented in an article published in the Journal of Information Literacy Vol. 9 No. 1 (Boger et al. 2015). The two qualitative studies were carried out by interviewing the students about their skills in information retrieval, and observing them. The results show differences in search behaviour between first-year and third-year students, a decrease in the use of Google, and a difference between the students from the nursing faculty and the teacher education faculty.

• Boger, Torunn Skofsrud; Dybvik, Hanne; Eng, Anne-Lise & Norheim, Else Helene (2015). The impact of library information literacy classes on first year students’ searching behaviour. Journal of Information Literacy. 9(1), s. 34–46. doi: 10.11645/9.1.1979. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud & Tufte, Geir C. (2009). Erfaringer fra samarbeid mellom fagseksjon og bibliotek i emnet samfunnsvitenskapelig forskningsmetode. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 32(1), s. 52–58. Fulltekst i vitenarkiv

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• Hopland, Mari; Boger, Torunn Skofsrud; Aam, Karianne Albrigtsen; Hermanrud, Ellen & Rosvoll, Geir Arne (2026). Sammen for fremtidens bibliotek. Nordic Journal of Information Literacy in Higher Education (NORIL). 15(1), s. 3–13. doi: 10.15845/noril.v15i1.4802. Fulltekst i vitenarkiv Vis sammendrag

  The VIRAK Conference 2025 was organized through a collaboration between the University of South-Eastern Norway, the Norwegian University of Life Sciences, Østfold University College and the County Library of Akershus, Buskerud and Østfold. Initiated by the county library, the cross-sector partnership aimed to strengthen regional and national library cooperation and support the objectives of the Utsyn White Paper. This initiative led to a formal cooperation agreement between public, school, and academic libraries, with the conference as a concrete outcome. The main purpose of the conference was to examine the role of academic libraries in higher education and society, particularly in interaction with other types of libraries. At the same time, the organizers sought to build competence and strengthen collaboration among themselves. Cross‑sector cooperation shaped both the planning process and several program elements. The program included the topics “Academic and Public Libraries” and “From Secondary School to First-Year Student”, featuring presentations that showcased diverse forms of cross-sector collaborations. In this article, we highlight key perspectives from both the development and execution of the conference, outline lessons learned, and point to opportunities for further collaboration. We describe how the organizers worked toward the stated goals and present findings from surveys completed by participants and organizers. Survey responses indicate that the goals are viewed as both relevant and important, and the collaborating institutions plan to continue several initiatives that emerged from the conference.

• Boger, Torunn Skofsrud; Dybvik, Hanne; Eng, Anne-Lise & Norheim, Else Helene (2016). Assessment of library instruction’s influence on students’ search behaviour. Fulltekst i vitenarkiv Vis sammendrag

  Introduction; We have conducted two studies at Oestfold University College. The aim was to explore and assess how the students from nursing and teacher education faculties describe the influence of the library instruction courses of information literacy (IL) on their studies. Method; The two qualitative studies were performed by interviewing and observing the students about their skills in information retrieval. We started by interviewing and observing a group of nineteen first year students. Nine students had attended the IL instruction, ten students had not. Two years later we did a follow-up study within the same group of students to see if their search behaviour had changed. This time we interviewed and observed twelve third year students. Results; In our first study, we compared the results of the students who had attended the library instruction to those who had not. The IL instruction did not have the expected impact on our students’ search behaviour, as there were only slight differences between the two groups of students. In the second study, we compared students who had attended regular library instruction each year throughout their studies to those who had attended none or only one IL class. We found that the two groups differed more than in the first study. The students who had attended IL instruction regularly showed a better understanding of their search behaviour, recognized more databases, and talked less of Google than academic sources of information. The results of the study reflect certain differences between nursing and teaching studies regarding the implementation of IL and academic requirements. Conclusion; Our results show that the library’s continuous and "just-in-time” IL instruction contributes to improve the students’ search behaviour. In addition, the collaboration with academic staff and the academic requirements in the studies seem to influence the students’ use of academic databases.

• Eng, Anne-Lise; Boger, Torunn Skofsrud; Norheim, Else Helene & Dybvik, Hanne (2015). Library Instruction's Influence on Students' Search Behaviour and Academic Development. Fulltekst i vitenarkiv
• Norheim, Else Helene; Dybvik, Hanne; Eng, Anne-Lise & Boger, Torunn Skofsrud (2013). Library Instruction's Impact on Students’ Search Behaviour. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud & Bodal, Heidi (2010). Infojakten - jakten på informasjonskompetanse for elever i grunnskolen. Norsklæreren. ISSN 0332-7264. s. 54–55. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud & Eng, Anne-Lise (2010). Student perspective on plagiarism. Fulltekst i vitenarkiv
• Bodal, Heidi & Boger, Torunn Skofsrud (2010). Infojakten: dataverktøy for informasjonsinnhenting. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud (2010). Infojakten. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud & Eng, Anne-Lise (2009). Rapport fra fagdagen ¿Plagiering og fusk: et problem ved HiØ? Erfaringer og forebygging - veien videre¿ for ansatte ved Høgskolen i Østfold, arrangert på Quality hotell, Sarpsborg torsdag 12.februar 2009. ?. s. 26–28. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud (2007). Referanseteknikk og opphavsrett. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud (2006). Bibliotekets rolle i referanseteknikkundervisningen - erfaringer fra høgskolen i Østfold. ?. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud (2006). Referanseteknikk - en innføring i IEEE, MLA, Harvard og HiØ-stilen, samt erfaringer fra referanseteknikkundervisningen ved Høgskolen i Østfold. Fulltekst i vitenarkiv
• Boger, Torunn Skofsrud; Eng, Anne-Lise; Fugletveit, Ragnhild & Løkkeberg, Stine Torp (2010). Hvilke erfaringer og holdninger har studenter i høyere utdanning til fusk og plagiering? Høgskolen i Østfold. ISSN 9788278253137. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten er en kvalitativ studie av 33 informanters erfaringer med Kvalitetsreformens nye evalueringsformer i høyere utdanning (St meld 27 (2000-2001). Vårt hovedfokus med undersøkelsen har vært å finne frem til kunnskap som kan gi oss en forståelse av hvordan studenter forstår og vurderer fusk og plagiering i dagens høyere utdannelse og følgende problemstilling har vært utgangspunktet for vår analyse: Hvilke erfaringer har studenter med fusk og plagiering? Vårt mål med denne studien har ikke utelukkende vært rettet mot tradisjonelle former for fusk i forbindelse med eksamenssituasjoner. Vår interesse har snarere vært å belyse studentenes erfaringer av fusk og plagiering gjennom hele studiesituasjonen. Funn fra studien viser at studentene i liten grad kjenner til begrepene fusk og plagiering i deres nåværende studiesituasjon. Dette betyr at det er stor usikkerhet knyttet til begrepene og at man derfor kan anta flere studenter fusker og plagierer uten å nødvendigvis være klar over det. Vi ser en tydelig tendens til at studentene forholder seg til begrepet samarbeid på minst to ulike måter. Det er tydelig at flere studenter verdsetter læringsutbyttet som følger med samarbeid mer enn å ta hensyn til om det er en individuell oppgave, eller ikke. Vi ser også at studentene i frykt for å bli plagiert velger å ikke dele sine tanker om oppgaven de arbeider med og derfor unnlater å samarbeide. Videre ser det ut til at studentene ønsker en mer tydelig markering fra lærerne på hva som er tillat samarbeid, eller ikke. Flertallet av de samme studentene oppgir å ikke ha fått informasjon om eventuelle konsekvenser av å bli tatt i fusk eller plagiering. Studien viser også at omfanget av informasjon gitt om akademisk skriving, oppgaveskriving og referanseteknikk ved norske institusjoner for høyere utdanning ser ut til å være svært mangelfull. Vi etterlyser derfor et større fokus på denne problematikken, ikke nødvendigvis fordi vi tror at dagens studenter fusker og plagierer mer enn noen gang. Vi antar i stedet at vi trenger et økt fokus på denne problematikken fordi dette er holdninger som bør etableres som en del av dannelsesidealet for dagens studenter.

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